Studio Thinking: The Real Benefits of Visual Arts Education
Published: 2007 by Kyle Meador Studio Thinking: The Real Benefits of Visual Arts Education by Lois Hetland, Ellen Winner, Shirley Veenema, and Kimberly M. Sheridan (Teachers College Press, 128 pages, $24.95) Studio Thinking provides a framework for the value of arts education itself. When two of the authors recently published a study concluding that arts classes do not necessarily improve students’ overall academic performance, the backlash was bitter. With Studio Thinking, these researchers maintain and expand upon their original thesis, stating that depending on content and teaching methods, students can develop “Studio Habits of Mind” – such as the habits of engaging and persisting, envisioning, expressing, observing, reflecting, and more – that are likely to transfer to other areas of their lives and academic achievements. Additionally, Studio Thinking sets the stage for studies on the transfer of arts learning to other disciplines, studies that would contribute to a meaningful case for the value of arts education.
The Outlyers
Studio Thinking: The Real Benefits of Visual Arts Education
Published: 2007 by Kyle MeadorStudio Thinking: The Real Benefits of Visual Arts Education by Lois Hetland, Ellen Winner, Shirley Veenema, and Kimberly M. Sheridan (Teachers College Press, 128 pages, $24.95)
Studio Thinking provides a framework for the value of arts education itself. When two of the authors recently published a study concluding that arts classes do not necessarily improve students’ overall academic performance, the backlash was bitter. With Studio Thinking, these researchers maintain and expand upon their original thesis, stating that depending on content and teaching methods, students can develop “Studio Habits of Mind” – such as the habits of engaging and persisting, envisioning, expressing, observing, reflecting, and more – that are likely to transfer to other areas of their lives and academic achievements. Additionally, Studio Thinking sets the stage for studies on the transfer of arts learning to other disciplines, studies that would contribute to a meaningful case for the value of arts education.